Curriculum -Plant Science (Grade 11-12)-2078

practical and project work activities of this subject are mentioned below. As these are the
basic and fundamental practical and project works, the teacher can adapt or introduce
more relevant to their context and students' needs.

S.N. Grade 11 Hrs.
Scope Practical Activities 6
i) Collect and prepare soil samples for analysis 7
1 Introduction ii) Identify various tools and chemicals used in
soil analysis 8
2 Soil acidity and iii) Visit surrounding area to identify soil profiles 3
liming iv) Determine soil texture by feel method 4
i) Determine soil pH using pH meter & pH
3 Nutrition papermethod 8
i) Visualize soil health visually analyze soil using
4 Environmental kit box 3
studies ii) Identify different manures and fertilizers
Total available 10
iii) Preparation of manures: FYM and various
types of Compost 4
iv) Calculation of the amount of chemical
fertilizers based on recommended dose 11
i) Field visit to observe and learn counter
plowing and terracing practices 64

6. Learning Facilitation Method and Process

Learning facilitation process is the crux of the teaching and learning activity. One topic
can be facilitated through two or more than two methods or processes. The degree of
usage will be based on the nature of the content to be facilitated. However, a teacher
should focus on methods and techniques that are more students centered and appropriate

157

to facilitate the content. The following facilitation methods, techniques and strategies will
be applied while conducting the teaching learning process:
 Classroom instruction
 Demonstration and observation
 Project works
 Illustration of diagrams and visual aids
 Exhibition method
 Case study
 Practical works
 Presentation
 Field visit and report writing
 Group works and individual works

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student learning
is. Class tests, unit tests, oral question-answer, home assignment etc, are some ways of
formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation
Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

158

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, 5

classwork, project work, practical works etc.

2 Practical work Conduction of practical work activities 15

Record keeping of practical work activities 3

3 Project work Conduction of project work activities 10

Record keeping of project work activities 2

4 Viva Viva of practical work and project work 5

activities

6 Internal exam First trimester 5 marks and Second trimester 5 10

marks

Total 50

Note:

(i) Practical examination will be conducted in the presence of internal and external

supervisors. Evaluation of experiment will focus both the product of work and skills

competencies of student in using apparatus.

(ii) Project work assessment is the internal assessment of reports and presentation of

their project works either individually or group basis. In case of group presentation,

every member of the group should submit a short reflection on the presented report

in their own language. Records of project works must be attested by external

supervisor.

(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries 50
percent of the total weightage. Questions for the external examination will be based on
the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

159

Grade: 11 Specific

Unit Content Subject: Soil Fertility and

Knowledge and Application
Understand
Credit hrs.
MCQ
Short
Long
MCQ
Short

1 Introduction 9

Soil acidity 10
2

and liming

3 Nutrition 20

Soil 11 6 3 1 2 2 0
4

conservation

5 Soil pollution 6

Environmental 8
6

studies

Total 64 6 3 1 2 2 0

cation Grid Time: 2 hrs.

Nutrient Management Marks Weight

Total Question
Higher Ability

Number
Long
MCQ
Short
Long
MCQ
Short
Long
Total Question
MCQ
Short
Long
Total Marks

6
6
19
0 1 0 1 9 5 2 16 9 25 16
10
3
6
0 1 0 1 9 5 2 16 9 25 16 50

160

Commercial Fruit Crop Production and Post-Harvest
Technology

Grades: 11 Credit hrs: 4 Working hrs: 128

1. Introduction
This course provides basic knowledge on importance, scope and types of fruit crops in
Nepal. It is designed to develop necessary skills and knowledge of horticultural
techniques required for general orchard management related to fruit production.
Similarly this course also provides basic knowledge on postharvest physiology handling
and storage of the fresh produces, processing and preservation.
This curriculum comprises of fundamental conceptual principles and practices, an
introduction, climate, orchard management, cultivation of fruit crops, post-harvest,
maturity judgment and harvesting, processing and preservation of horticultural crops. It
will be delivered using both the conceptual and theoretical inputs through presentation,
discussion, reflective reading and group works as well as practical and real world
experiences through different practical activities.
The curriculum has been offered as per the structure of National Curriculum Framework
2076. It provides a comprehensive outline of level-wise competencies, grade-wise leaning
outcomes and scope and sequence of contents, suggested practical/project activities,
learning facilitation process and assessment strategies so as to enhance the learning on
the subject systematic.
2. Competencies
On completion of the course, the students will have the following competencies:
1. State the meaning and definition of horticulture and its branches.
2. Understand climatic factors and impact on fruits crops
3. Plan, organize and establish a new orchard.
4. Perform intercultural operations in fruit garden
5. Demonstrate the techniques of training and pruning fruit trees.
6. State the principle of post-harvest technology.

161

3. Grade wise learning Outcomes

S.N. Content Area Learning outcomes

1 1.1 State the meaning and definition of horticulture and its

branches.

Introduction 1.2 Explain the importance and scope of horticulture.
1.3 Point out the types of fruit crops found in Nepal.

1.4 Identification and exploring of local indigenous fruits

crops.

2 2.1 Define orchard.

Orchard 2.2 Perform orchard layout.

management 2.3 Explain the factors to be considered while establishing

orchard.

3 Cultivation of 3.1 Describe about the cultivation practices of fruits grown in

fruit crops tropical, sub-tropical and temperate regions of Nepal.

4 Maturity 4.1 Point out the appropriate time for harvesting fruits.

judgment and 4.2 Perform fungicide treatment, smoking, sulphuring.

harvesting 4.3 Perform packaging and transportation of fruits.

5 5.1 Define postharvest.

Post-harvest 5.2 Explain about the importance and scope of post harvest.

5.3 State the principle of post harvest technology.

7 1.1 State the principle and practices of processing and
Processing and
preservation of fruits.
preservation of
1.2 Perform canning and bottling of fruits.
horticultural
1.3 Explain about the organic means of processing and
crops
preservation.

4. Scope and Sequence of Contents Content Hrs.
Unit Scope 6

1 Introduction
1.1 Definition of pomology

162

1.2 importance, scope and constraints of fruits
production in Nepal

1.3 Commercial horticulture and fruits eco-zones in
Nepal

2 Orchard 2.1Introductiontoorchard 9
management 2.2 Orchard layout
2.3 Factors considered while establishing orchard:
 Climate and weather
 Soil types and soil fertility
 Irrigation facilities
 Soil water conservation
 Inputs availability
 Availability of labour
 Transport facilities
 Marketing and storage facilities
 Establishing organic orchards

3 Cultivation 3.1 Cultivation of following fruit crops considering : Area

of fruit crops production and productivity, climate, soil,

propagation, cultivars, nutrition, training and pruning,

cultural operation, pest management, fruiting,

harvesting, post-harvest handling and marketing of: 32
 Tropical fruits: Mango, litchi, banana, papaya
 Sub-tropical fruit: Citrus
 (Mandarin orange, Sweet orange, Lime, Lemon,

Pomegranate, Kiwi, Avocardo
 Temperate fruit: Apple, pear,

strawberry,Almond,Walnut,Grape

163

4.1 Appropriate time and methods of harvesting or 6
maturity indices of different fruits and vegetables 6
5
Maturity 4.2 Grading
judgment and 4.3 Labelling
4

harvesting 4.4 Flowering regulation (Fungicide treatment, smoking,
sulphuring)

4.3 Packaging and transportation
4.6 Marketing

5.1 Definition and meaning of post-harvest in fruits
5 5.2 Importance and scope of post-harvest

Post harvest
5.3. Principle of post-harvest technology

Processing 6.1 Principle and practices of processing and

and preservation
preservation 6.2 Practices of canning and bottling
6 of
6.3 Preservation by adding of sugar, salt and other

horticultural
preservatives
crops

6.4 Addition of colour and flavor

Total 64

5. Suggested Practical and Project Works

The practical work that students do during their course is aimed at providing them
learning opportunities to accomplish competency of the curriculum as well as reinforcing
their learning of the theoretical subject content. Similarly, involving in a project work
fosters the self-learning of students in the both theoretical and practical contents. As this
subject emphasizes to develop both theoretical and practical knowledge and skills, some
of the practical and project works are suggested for the students. However, the tasks
presented here are the samples only. A teacher can assign the extra practical and project
works as per the students' need or specific context.

164

S.N. Grade 11 Hrs.
Scope Practical Activities 3
i) Identify fruit crops 4
1 ii) Identify horticultural tools/ equipment 9
Introduction i) Lay-out the orchard
ii) Perform digging and filling of pits and planting 10
2 of fruits
iii) Perform Training and pruning of fruit and 9
Orchard plantation crops
management i) Manuring practices of orchard
ii) Plant protection in orchards
3 Cultivation of fruit
crops i) Judge the maturity of fruit crops 6

4 Maturity judgment i) Harvesting and Grading of the Fruits 5
and harvesting ii) Perform Packaging of Fruits 7
iii) Practice Preparing of Jam, Jelly or marmalade 11
5 Processing and 64
preservation of
horticultural crops
Total

6. Learning Facilitation Process

This course aims to blend both theoretical and practical aspects of knowledge and skills required
in the subject. So, its facilitation process differs from the traditional method of delivery. The
practical aspect is much more focused. So, methods and strategies that enable the practical skills
in the students are much used in course of content facilitation. A facilitator encourages and assists
students to learn for themselves engaging in different activities with practical tasks. To achieve
the entire objectives from this syllabus, the teacher must use different techniques and process
while teaching. In particular, the teacher can make use of the following methods and strategies
for the learning facilitation:
 Demonstration and observation
 Illustration of diagrams and visual aids
 Classroom instruction

165

 Exhibition method
 Group works and individual works
 Project works
 Case study
 Practical works
 Presentation
 Field visit and report writing

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student learning
is. Class tests, unit tests, oral question-answer, home assignment etc, are some ways of
formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical

Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester

examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work

should be based on list of activities mentioned in this curriculum. Project works should

be based on the mentioned lists or created by teachers. Mark distribution for internal

evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, classwork, 5

project work, practical works etc.

2 Practical work Conduction of practical work activities 15

Record keeping of practical work activities 3

3 Project work Conduction of project work activities 10

166

Record keeping of project work activities 2

4 Viva Viva of practical work and project work activities 5

6 Internal exam First trimester 5 marks and Second trimester 5 10

marks

Total 50

Note:

(i) Practical examination will be conducted in the presence of internal and external

supervisors. Evaluation of experiment will focus both the product of work and skills

competencies of student in using apparatus.

(ii) Project work assessment is the internal assessment of reports and presentation of

their project works either individually or group basis. In case of group presentation,

every member of the group should submit a short reflection on the presented report

in their own language. Records of project works must be attested by external

supervisor.

(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries 50
percent of the total weightage.Questions for the external examination will be based on the
specification grid developed by Curriculum Development Centre. Examination question
paper will be developed using various levels of revised Bloom's taxonomy including
remembering level, understanding level, application level and higher ability (analyzing,
evaluating, creating).

167

Specific

Grade: 11 Subject: Commercial Fruit Crop Productio

Content Knowledge and Applicatio
Understand
Credit hrs.
Unit MCQ
Short
Long
MCQ
Short

1 Introduction 6

Orchard 9
2

management

Cultivation of 32
3

fruit crops

Maturity

4 judgment and 6 4 2142

harvesting

5 Post harvest 6

Processing and

preservation of 5
6

horticultural

crops

Total 64 4 2 1 4 2

cation Grid Time: 2 hrs.

on and Post-Harvest Technology Marks Weight

on Higher Ability Total Question
Number
Long
MCQ
Short
Long
MCQ
Short
Long

Total Question
MCQ
Short
Long

Total Marks

5
10
22

0 1 1 1 9 5 2 16 9 25 16 6
5

2

0 1 1 1 9 5 2 16 9 25 16 50
168

Agricultural Entomology

Grades: 11 Credit hrs: 4 Working hrs: 128

1. Introduction

The syllabus of agricultural entomology helps in the assessment of benefits or losses
caused by that species. This syllabus also helps to assess crop losses and attribute the
losses to a specific cause (e.g., the attack of a pest).
This curriculum comprises of fundamental conceptual principles and practices, an
introduction, insects, protection measures against insect pests, major insect pests of
agronomical crops and major insect pest of horticultural crops. It will be delivered using
both the conceptual and theoretical inputs through presentation, discussion, reflective
reading and group works as well as practical and real world experiences through different
practical activities.
The curriculum is structured in accordance with National Curriculum Framework, 2076.
It focuses on both theoretical and practical aspects having equal teaching and practical. It
incorporates the level-wise competencies, grade-wise leaning outcomes, scope and
sequence of contents, suggested practical/project activities, learning facilitation process
and assessment strategies so as to enhance the learning on the subject systematically.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Acquire the general knowledge of insects found in Agronomical crops.
2. Familiar with the major insects with their morphological characters.
3. Acquire the knowledge and skills on managing insect pests.
4. Familiar with IPM and OPM
5. Classify different insects of agronomical crops.

169

3. Grade wise learning Outcomes

S. N. Content Area Learning outcomes

1 Introduction 1.1 Define agricultural entomology.

1.2 State its importance and scope of agricultural

entomology.

2 Insects 2.1 State the general characteristics of insects.

2.2 Classify insects.

2.3 Illustrate the feeding habits of insects.

2.4 Explain the general life cycle of insects.

2.5 Differentiate between harmful and beneficial

insects.

3 Protection measures 3.1 Explain about physical, mechanical, cultural,

against insect pests biological methods of insect pest control.

3.2 Contrast on IPM and OPM.

4 Major insectpestsof 4.1 Explain about major insect pests of cereal,

agronomical crops leguminous, oil seeds.

5 Major insect pest of 5.1 Explain about major insect pests of vegetables,

horticultural crops fruits and flowers.

4. Scope and Sequence of Contents Contents Hrs.
Unit Scope

1 Introduction 1.1 Definition, importance and scope of agricultural 5
entomology

2 Insects 2.1. General characteristics of insects 5
2.2. Insect classification
2.3. Harmful and beneficial insects

170

3 Protection 3.1. Physical method 14
15
measures 3.2. Mechanical method
against insect 3.3. Cultural method
pests 3.4. Biological method

3.5.Genetic method/use of resistant varieties

3.6. Regulatory method

3.7. Chemical method

3.8. Integrated pest management (IPM)

3.9. Organic pest management (OPM)

4 Major 4.1 Cereal crops

insectpestsof  Rice
agronomical  Wheat
crops  Maize

4.2. Leguminous Crop

 Lentil

 Chickpea

 Blackgram

 Soyabean

4.3. Oilseedcrops

 Mustard and rapeseed

 Groundnut

 Sunflower

171

5 Major insect 5.1 Vegetables 25

pest of  Solanaceous crops(Potato, Tomato, Chilli,
horticultural Brinjal)
crops
 Cole crops (Cauliflower, Cabbage, Broccoli)

 Cucurbitaceous crops (Cucumber,

Spongegourd, Bitter gourd, Pointed gourd)

5.2 Fruit crops

 Tropicalfruits(Mango, Litchi, Papaya, Banana)

 Sub-tropicalfruits(Citrus,pomegranate, Kiwi)

 Temperatefruits(apple, grapes, strawberry)

5.3. Floriculture

 Major cut flowers(Gladiolus, Carnation,Rose,

Gerbera, Orchid)

TOTAL 64

5. Suggested Practical and Project Works

The practical and project works are integral parts of reinforcing the students' learning. So
the new curriculum provisions the practical and projects works as a part of curriculum.
Some of the sample practical and project works are suggested herewith. However, a
teacher can adapt them or use similar other project works as per their students need and
specific context.

S.N Grade 11 Hrs.
. Scope Practical Activities 5
2 i) General features of insects 5
ii) Identification of insects and their feeding
Insects habits/ mouth parts 12
i) Identification, collection and preservation of
3 insects and crop parts damaged

172

Protection ii) Preparation of Botanical Pesticides 10

measures against

insect pests

4 i) Identification of common insects pests of field 10

Major insectpestsof crops

agronomical crops ii) Precaution and safe use of pesticides, and their 5

safe disposal

5 Major insect pest i) Common pesticides available in Nepal and their 5

of horticultural label, meaning and use

crops ii) Collection and preservation of insects 12

Total 64

6. Learning Facilitation Method and Process

Learning facilitation process is the crux of the teaching and learning activity. One topic
can be facilitated through two or more than two methods or processes. The degree of
usage will be based on the nature of the content to be facilitated. However, a teacher
should focus on methods and techniques that are more students centered and appropriate
to facilitate the content. The following facilitation methods, techniques and strategies will
be applied while conducting the teaching learning process:
 Classroom instruction
 Demonstration and observation
 Illustration of diagrams and visual aids
 Exhibition method
 Group works and individual works
 Project works
 Practical works
 Case study
 Presentation
 Field visit and report writing

173

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student learning
is. Class tests, unit tests, oral question-answer, home assignment etc, are some ways of
formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation
Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, 5

classwork, project work, practical works etc.

2 Practical work Conduction of practical work activities 15

Record keeping of practical work activities 3

3 Project work Conduction of project work activities 10

Record keeping of project work activities 2

4 Viva Viva of practical work and project work activities 5

6 Internal exam First trimester 5 marks and Second trimester 5 10

marks

Total 50

174

Note:
(i) Practical examination will be conducted in the presence of internal and external

supervisors. Evaluation of experiment will focus both the product of work and skills
competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group presentation,
every member of the group should submit a short reflection on the presented report
in their own language. Records of project works must be attested by external
supervisor.
(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries 50
percent of the total weightage. Questions for the external examination will be based on
the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

175

Grade: 11 Specific

Unit Content Subject: Agricult

Knowledge and Application
Understand
Credit hrs.
MCQ
Short
Long
MCQ
Short

1 Introduction 5

2 Insects 5

Protection

measures against

3 insect pests 14 7 1 0 2 2 1

Major insectpestsof

agronomical crops

4 15

Major insect pest of

5 horticultural crops 25

Total 64 7 1 0 2 2 1

cation Grid Total Question Time: 2 hrs.
Number
tural Entomology Marks Weight

Higher Ability

Long
MCQ
Short
Long
MCQ
Short
Long
Total Question
MCQ
Short
Long
Total Marks

5
5

1 0 2 1 9 5 2 16 9 25 16 8

12
20
1 0 2 1 9 5 2 16 9 25 16 50

176

Industrial Crop Production

Grades: 12 Credit hrs: 4 Working hrs: 128

1. Introduction
This course provides the theoretical knowledge as well as practical skills to the students
in industrial crop production. This syllabus also provides the concept on cultivation
practices of various industrial crops.
This curriculum comprises of fundamental conceptual principles and practices, an
introduction, cultivation practices of sugarcane and tobacco, cultivation practices of
cotton and jute, cultivation practices of tea and coffee, cultivation practices of coriander
and cardamom and cultivation practices of ginger and turmeric. It will be delivered using
both the conceptual and theoretical inputs through presentation, discussion, reflective
reading and group works as well as practical and real world experiences through different
practical activities.
The curriculum has been offered as per the structure of National Curriculum Framework
2076. It provides a comprehensive outline of level-wise competencies, grade-wise leaning
outcomes and scope and sequence of contents, suggested practical/project activities,
learning facilitation process and assessment strategies so as to enhance the learning on
the subject systematic.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Identify economically important crops with respect to the geographical distribution

in Nepal and in the world.
2. Explain the uses and importance industrial, plantation and cash crops in Nepal and

in the world.
3. Identify the comparative advantages of different industrial and cash crops of Nepal.
4. Identify the seeds of different industrial and plantation crops.
5. Discuss about the cultivation practices of industrial and plantation crops including

the measures of pest management.
6. Point out steps in processing, drying of cardamom and ginger

177

3. Grade wise learning Outcomes

S.N. Content Area Learning outcomes

1 1.1 Introduced about cash crops with its
Introduction advantages.

2 Cultivation practices of 2.1Discuss about the cultivation practice of

sugarcane and tobacco sugarcane and tobacco.

3 Cultivation practices of 3.1 Perform cultivation practice of cotton and

cotton and jute jute.

4 Cultivation practices of tea 4.1 Demonstrate the cultivation practice of tea

and coffee and coffee.

5 Cultivation practices 5.1 Perform cultivation practice of cardamom.

cardamom

6 Cultivation practices of 6.1 Perform cultivation practice of ginger and

ginger and turmeric turmeric.

4. Scope and Sequence of Contents Content Hrs.
Unit Scope 6

1.1 Meaning and concept of cash crops and industrial
crops
1.2 Importance and scope of cash crops and industrial
Introduction
1 crops
1.3 Geographical distribution of cash crops and
industrial crops
1.4 Comparative advantages with other crops

178

2.1 Study of sugarcane and tobacco in relation to its uses,

Cultivation economic importance, distribution, area of production,

practices of productivity, origin, climate, soil, varieties, land

2 sugarcane and preparation, manure and fertilizers, seed treatment, time 10

tobacco and method of raising nursery bed, transplanting,

irrigation, weeding, insect pests, diseases, harvesting,

processing,yieldandstorage, trade and marketing

3.1 Cultivation ofcotton and juterelated to its uses,

economic importance, distribution, area of production,

Cultivation productivity, origin, climate, soil, varieties, land

3 practices of preparation, manure and fertilizers, seed treatment, time 13

cotton and jute and method of sowing, irrigation, weeding, insect pests,

diseases, harvesting, threshing, processing, cleaning,

yield, economic benefit and storage, trade and marketing

9.2 Cultivation practices of tea and coffee related to its

uses, economic importance, distribution, area of

Cultivation production, productivity, origin, climate, soil, varieties,

4 practices of tea land preparation, manure and fertilizers, seed treatment, 13

and coffee time and method of sowing, irrigation, weeding, insect

pests, diseases, harvesting, threshing, cleaning,

processing, yield, economic benefit and storage.

9.3 Concept of Organic tea and coffee production

Cultivation 5.1 Cultivation practices of coriander and cardamom 8
5 practices of related to its uses, economic importance, distribution, area
of production, productivity, origin, climate, soil,
cardamom varieties, land preparation, manure and fertilizers, seed
treatment, time and method of sowing, irrigation,
weeding, insect pests, diseases, harvesting, threshing,

179

cleaning, yield, economic benefit and storage, trade and
marketing

Cultivation 6.1 Cultivation practices of ginger and turmeric related to 14
practices of its uses, economic importance, distribution, area of
6 production, productivity, origin, climate, soil, varieties,
ginger and land preparation, manure and fertilizers, seed treatment,
turmeric time and method of sowing, irrigation, weeding, insect
pests, diseases, harvesting, threshing, processing,
cleaning, yield, economic benefit and storage, and
6.2 Concept of Organic spices farming

TOTAL 64

5. Suggested Practical and Project Works

Practical and project work is an integral part of technical and vocational subjects. They

are carried out to consolidate the practical learning experiences. Some of the suggested

practical and project work activities of this subject are mentioned below. As these are the

basic and fundamental practical and project works, the teacher can adapt or introduce

more relevant to their context and students' needs.

Unit Grade 12

Scope Practical Activities Hrs.

1 i) Identification and collection of different seeds
10

and seeding materials of industrial and cash crops

ii) Identification, collection, preservation of weeds
12

growing with different field crops and weeding.

Introduction iii) Identification, calculation of doses and

application of different insecticides, fungicides 6

and herbicides in the field.

iv) Preparation and use of bio-pesticides in the 6
locality

180

v) Field preparation, sowing of seeds, identify the

maturity of crops, harvest, thresh, clean and store 10

different field crops appropriately

5 Cultivation

practices of Identification and collection of different seeds of 10
coriander and spices crops

cardamom

6 Cultivation Identification, calculation of the amount, and

practices of ginger application of fertilizers (including manures and 10

and turmeric biofetilizers) for different field crops properly

Total 64

6. Learning Facilitation Process

Learning facilitation process is determined according to the content to be dealt in the
subject. It's also an art of teacher. The teacher should utilize such teaching methods and
techniques that are appropriate to the contents and needs of the students. In facilitating
the course, various approaches, methods and techniques are used. To be particular, the
following major methods and strategies are used in this subject:
 Classroom instruction
 Demonstration and observation
 Illustration of diagrams and visual aids
 Exhibition method
 Group works and individual works
 Project works
 Practical works
 Case study
 Presentation
 Field visit and report writing

7. Student Evaluation

181

Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student learning
is. Class tests, unit tests, oral question-answer, home assignment etc, are some ways of
formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical

Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester

examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work

should be based on list of activities mentioned in this curriculum. Project works should

be based on the mentioned lists or created by teachers. Mark distribution for internal

evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, classwork, 5

project work, practical works etc.

2 Practical work Conduction of practical work activities 15

Record keeping of practical work activities 3

3 Project work Conduction of project work activities 10

Record keeping of project work activities 2

4 Viva Viva of practical work and project work activities 5

6 Internal exam First trimester 5 marks and Second trimester 5 10

marks

Total 50

Note:

(i) Practical examination will be conducted in the presence of internal and external

supervisors. Evaluation of experiment will focus both the product of work and skills

competencies of student in using apparatus.

182

(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group presentation,
every member of the group should submit a short reflection on the presented report
in their own language. Records of project works must be attested by external
supervisor.

(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries 50
percent of the total weightage.Questions for the external examination will be based on the
specification grid developed by Curriculum Development Centre. Examination question
paper will be developed using various levels of revised Bloom's taxonomy including
remembering level, understanding level, application level and higher ability (analyzing,
evaluating, creating).

183

Grade: 12 Specific

Unit Content Subject: Industria

Knowledge and Applicati
Understand
Credit hrs.
MCQ
Short
Long
MCQ
Short

1 Introduction 6

2 Cultivation practices of 10
sugarcane and tobacco

3 Cultivation practices of 13
sugarcane and tobacco

4 Cultivation practices of 62133
tea and coffee 13

5 Cultivation practices of 8
cardamom

6 Cultivation practices of 14
ginger and turmeric

Total 64 6 2 1 3 3

cation Grid Total Question Time: 2 hrs.
Number
al Crop Production Marks Weight

ion Higher Ability

Long
MCQ
Short
Long
MCQ
Short
Long

Total Question
MCQ
Short
Long

Total Marks

6
7

9
0 0 0 1 9 5 2 16 9 25 16

9

6

13
0 0 0 1 9 5 2 16 9 25 16 50

184

Plant Pathology and Mushroom Production

Grades: 12 Credit hrs: 4 Working hrs: 128

1. Introduction
This syllabus helps to provide the concepts of plant pathogens, their characteristics and
principle of management. Plant pathology helps to studies the causes of plant diseases,
the mechanisms by which diseases develop in individual plants and in plant populations,
and the ways and means by which plant diseases can be managed or controlled. Similarly
this course consists of knowledge and skills related to commercial mushroom
production and marketing. It gives detail knowledge of appropriate cultivation practices
of commercial mushroom production and marketing in Nepal.
This curriculum comprises of fundamental conceptual principles and practices, an
introduction, major diseases of agronomical crops, major diseases of horticultural crops,
mushrooms, cultivation practices of mushroom. It will be delivered using both the
conceptual and theoretical inputs through presentation, discussion, reflective reading and
group works as well as practical and real world experiences through different practical
activities.
The curriculum is structured in accordance with National Curriculum Framework, 2076.
It focuses on both theoretical and practical aspects having equal teaching and practical. It
incorporates the level-wise competencies, grade-wise leaning outcomes, scope and
sequence of contents, suggested practical/project activities, learning facilitation process
and assessment strategies so as to enhance the learning on the subject systematically.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Explain about the scope and importance of plant pathology and mushroom

production
2. Identify different types of diseases with their symptom and management measures.
3. Differentiate between edible and mushrooms

185

4. Cultivate different types of mushroom.
5. Practice Organic mushroom production

3. Grade wise learning Outcomes

S.N. Content Area Learning outcomes

Section-A (Plant Pathology)

1 1.1 Define plant pathology.

1.2 Illustrate importance, scope and objective of plant

Introduction pathology.

1.3 Classify plant disease.

1.4 State disease triangle.

2 Major diseases of 2.1 Contrast major disease of cereals, leguminous,

agronomical oilseeds and their management.

crops

3 Major diseases of 3.1 Contrast major disease of vegetables, fruits and

horticultural crops flowers and their management.

Section-B (Mushroom Production)

4 4.1 Point out the importance and scope of mushroom

Introduction production in Nepal.
4.2 Illustrate different types of mushrooms.

4.3 Identify edible and poisonous mushrooms.

5 Cultivation 5.1 Perform cultivation of button, oyster mushroom,

practices of paddy straw, gyanoderma and shitake mushrooms.

mushroom

4. Scope and Sequence of Contents
186

Section-A (Plant Pathology)

Unit Scope Content Hrs.
4
1 Introduction 1.1 Definition, meaning and concept of plant
pathology/ plant disease 15

1.2 Importance, scope and objective of plant 15
pathology

1.3. Related terminology
1.4 Classification of plant diseases
1.5. Disease triangle

2 Major diseases of 2.1 Cereal crops

agronomical  Rice

crops  Wheat

 Maize

2.2 Leguminous crops

 Lentil

 Chickpea

 Blackgram

2.3 Oilseed crops

 Mustard

 Groundnut

3 Major diseases of 3.1 Vegetables

horticultural  Solanaceous crops (Potato, Tomato, Chilli,

crops Brinjal)

 Cole crops(Cauliflower, Cabbage, Broccoli)

 Cucurbitaceous crops (Cucumber, Sponge

gourd, Bitter gourd, Pointed gourd)

3.2 Fruit crops

187

 Tropical fruits(Mango, Litchi, Papaya,
Banana)

 Sub-tropical fruits(Citrus, pomegranate, Kiwi)
 Temperate fruits (apple, grapes, strawberry)
3.3. Floriculture
Major cut-flowers(Gladiolus, Carnation, Rose,

Gerbera, Orchid)

Section-B (Mushroom Production)

Unit Objective Content Hrs.

Mushrooms 4.1 Importance and scope of mushroom production 5
4 4.2 Types of mushroom
4.3 Characteristics and identification of edible and
poisons mushroom
4.4 Spawn production

Cultivation 5.1 Button mushroom 20
practices of 5.2 Oyster mushroom
5 5.3 Paddy straw mushroom
mushroom 5.4 Oyster mushroom
5.5Gyanodarma and Shiitake mushrooms

3.5 Fungal disease 5
Disease and pest

3.6 Bacterial disease
of mushroom and
6 3.7 Viral disease
their

3.8 Insect pest
management

3.9 Nematode

TOTAL 64

188

5. Suggested Practical and Project Works

The practical work that students do during their course is aimed at providing them

learning opportunities to accomplish competency of the curriculum as well as reinforcing

their learning of the theoretical subject content. Similarly, involving in a project work

fosters the self-learning of students in the both theoretical and practical contents. As this

subject emphasizes to develop both theoretical and practical knowledge and skills, some

of the practical and project works are suggested for the students. However, the tasks

presented here are the samples only. A teacher can assign the extra practical and project

works as per the students' need or specific context.

Unit Grade 12

Scope Practical Activities Hrs.

Section-A (Plant Pathology)

1 Introduction Plant disease classification 5

2 Major diseases of Identification of plant protection equipment and 6

agronomical crops tools with its common functions and uses.

3 Identification of characteristics of diseases 3
Major diseases of symptoms

horticultural crops Control measures of common diseases 3

Managing diseases with organic means 3

Section-B (Mushroom Production)

4 i) Preparation of mushroom compost 8

ii) Spawn inoculation procedures 9

iii) Cultivation of different types of mushroom

i.e. Button Mushroom, Paddy Straw, Oyster, 16

Cultivation practices of Gyanodarma and Shiitake Mushroom

mushroom iv) Insects pests and diseases of mushroom 3
OPM in mushroom

v) Harvesting, processing and marketing of 3
mushroom

Visit mushroom farm at nearby location 5

Total 64

189

6. Learning Facilitation Method and Process

Learning facilitation process is the crux of the teaching and learning activity. One topic
can be facilitated through two or more than two methods or processes. The degree of
usage will be based on the nature of the content to be facilitated. However, a teacher
should focus on methods and techniques that are more students centered and appropriate
to facilitate the content. The following facilitation methods, techniquesand strategies will
be applied while conducting the teaching learning process:
 Classroom instruction
 Demonstration and observation
 Illustration of diagrams and visual aids
 Exhibition method
 Group works and individual works
 Project works
 Practical works
 Case study
 Presentation
 Field visit and report writing

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student learning
is. Class tests, unit tests, oral question-answer, home assignment etc, are some ways of
formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

190

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, classwork, 5

project work, practical works etc.

2 Practical work Conduction of practical work activities 15

Record keeping of practical work activities 3

3 Project work Conduction of project work activities 10

Record keeping of project work activities 2

4 Viva Viva of practical work and project work activities 5

6 Internal exam First trimester 5 marks and Second trimester 5 10

marks

Total 50

Note:

(i) Practical examination will be conducted in the presence of internal and external

supervisors. Evaluation of experiment will focus both the product of work and skills

competencies of student in using apparatus.

(ii) Project work assessment is the internal assessment of reports and presentation of

their project works either individually or group basis. In case of group presentation,

every member of the group should submit a short reflection on the presented report

in their own language. Records of project works must be attested by external

supervisor.

191

(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries 50
percent of the total weightage. Questions for the external examination will be based on
the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

192

Grade: 12 Specific

Unit Content Subject: Plant Pathology a

Knowledge and Applicati
Understand
Credit hrs.
MCQ
Short
Long
MCQ
Short

1 Introduction 4

Major diseases of 15
2 agronomical crops

Major diseases of 15
3 horticultural crops

4 Mushrooms 5

Cultivation practices of
20

5 mushroom

Disease and pest of

mushroom and their 5

6 management 4205 3

Total 64 4 2 0 5 3

cation Grid Time: 2 hrs.

and Mushroom Production Marks Weight

ion Higher Ability Total Question
Number
Long
MCQ
Short
Long
MCQ
Short
Long
Total Question
MCQ
Short
Long
Total Marks

1
12
10

2
20

1 0 0 1 9 5 2 16 9 25 16 5
1 0 0 1 9 5 2 16 9 25 16 50

193

Agri-Economics

Grades: 12 Credit hrs: 4 Working hrs: 128

1. Introduction
This syllabus helps to provide the better understanding of economic theories related to
production, consumption, distribution and welfare. This syllabus also provides the
concepts of economic terms, laws of demand and supply, market structure and price
analysis etc.
This curriculum comprises of fundamental conceptual principles and practices, an
introduction, basic concept of firms, plant and industry, introduction to farm
management, principles involved in farm management decisions, farm inventory and
records keeping, Farm planning, farm budgeting and designing organic farms, value
chain analysis: concept, mapping and approaches and concept of cooperatives. It will
be delivered using both the conceptual and theoretical inputs through presentation,
discussion, reflective reading and group works as well as practical and real world
experiences through different practical activities.
The curriculum has been offered as per the structure of National Curriculum Framework
2076. It provides a comprehensive outline of level-wise competencies, grade-wise leaning
outcomes and scope and sequence of contents, suggested practical/project activities,
learning facilitation process and assessment strategies so as to enhance the learning on
the subject systematic.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Explain/familiarize with different technologies related to economics and farm

management.
2. Manage farm and help to take the decision in agricultural production
3. Prepare farm inventory and farm records

194

4. Familiar with value chain development of agricultural commodities for
commercialization

5. Explain the role of cooperative in different stages value chain development such as
production, processing, distribution and consumption of agricultural commodities
for sustainable agricultural commercialization.

6. Carry out farm budgeting.

3. Grade wise learning Outcomes

S.N. Content Area Learning outcomes

1 Introduction  Define agri-economics

 Illustrate the importance and scope of agri-

economics

2 Basic concept of  State the concept of firms, plant and industry

firms, plant and  Contrast the interrelationship between firm plant
industry and industry

3 Introduction to farm  Define farm management and farm resources

management  Explain about the production factors

4 Principals involved  Explain the production function and its stages.

in farm  State the principle of diminishing return
management  State cost principle
decisions  State principle of substitution, combining

enterprises, equilibrium return, comparative

advantage and time comparison.

5 Farm inventory and  Perform farm record keeping

records keeping  Perform calculation depreciation

 Perform balance sheet

 Contrast on income statement and cash flow

statement.

6 Farm planning,farm  State the principles and characteristics of farm

budgeting and planning techniques

195

designing organic  Contrast on enterprise budgeting, partial budgeting,

farms and complete budgeting

7 Value chain  Explain about value chain analysis

analysis: concept,

mapping and

approaches

8 Concept of  Define cooperative

cooperatives  Explain about organization

 Point out the role of cooperative in commercial

farming

4. Scope and Sequence of Contents Content Hrs.
Unit Scope 4

1 Introduction 1.1 Definition of economics: Adam Smith, Marshall and 8
Robinson
1.2 Subject matter and nature of economics
1.3 Definition and concept of agri-economics
1.4 Importance and scope of agri-economics

2 Basic 2.1 Goods
concepts 2.2 Utility
2.3 Value and wealth
2.4 Equilibrium
2.5 Margin
2.6 cost
2.7Market structures
2.7.1 Market forms
2.7.2 Characteristics
2.8 Law of demand and law of supply
2.9 Factors affecting demand and supply

196

3 Introduction 3.1 Definition and scope 5

to farm 3.2 Objective of farm

management Management

1.3 Production factor (land, labor, capital, management)

1.4 Production function and its stages

4 Principals 4.1 Principle of diminishing marginal utility 11
involved in 4.2 Cost principle
farm 4.3 Principle of substitution
management 4.4 Principle of combining enterprises
decisions 4.5 Principle of equilibrium return
4.6 Principle of comparative advantage
4.7Principle of time comparison

5 Farm 5.1 Farm records keeping 9

inventory 5.2 Calculation depreciation

and records 5.3 Balance sheet

keeping 5.4 Income statement

5.5 Cash flow statement

5.6 profit-Loss statement.

6 Farm 6.1Principles and characteristics of farm planning 9

planning,far techniques(farm planning)

m budgeting 6.2 Enterprise budgeting

and 6.3 Partial budgeting

designing 6.4 Complete budgeting

organic 6.5 Steps in farm planning and budgeting

farms

7 Value chain 7.1 Value chain analysis: Concept, mapping and 10
analysis: approaches
concept,

197

mapping and 7.2 Value chain analysis of some high value
approaches commodities (Vegetables, Fruits, Livestock and high value

crops)

8 Concept of 8.1 Definition 8
cooperatives 8.2 Organization/ structures
8.3 Roles of Cooperative in commercial farming
8.4 Cooperatives laws and by- laws

Total 64

5. Suggested Practical and Project Works

The practical and project works are integral parts of reinforcing the students' learning. So
the new curriculum provisions the practical and projects works as a part of curriculum.
Some of the sample practical and project works are suggested herewith. However, a
teacher can adapt them or use similar other project works as per their students need and
specific context.

S.N. Grade 12

Scope Practical Activities Hrs.

1 Farm inventory and Farm record keeping and preparation of farm 10

records keeping inventory

Preparation of Balance Sheet of a farm 5

Preparation of Income Statement of farm 5

Preparation and analysis of profit and loss 10
statement – A case study

2 Farm planning, farm Analysis of backward and forward linkages of 14

budgeting and major agricultural products

designing organic Determination of optimum input use and
farms maximization of profit using one input

Least cost combination of inputs 5

198

3 Value chain Analysis of production chain, market chain and 10

analysis: concept, supply in value chain development in
mapping and agribusiness management 5
approaches
Value chain mapping of major agricultural

subsectors

Total 64

6. Learning Facilitation Process

This course aims to blend both theoretical and practical aspects of knowledge and skills required
in the subject. So, its facilitation process differs from the traditional method of delivery. The
practical aspect is much more focused. So, methods and strategies that enable the practical skills
in the students are much used in course of content facilitation. A facilitator encourages and assists
students to learn for themselves engaging in different activities with practical tasks. To achieve
the entire objectives from this syllabus, the teacher must use different techniques and process
while teaching. In particular, the teacher can make use of the following methods and strategies
for the learning facilitation:
 Demonstration and observation
 Classroom instruction
 Practical works
 Illustration of diagrams and visual aids
 Group works and individual works
 Project works
 Case study
 Presentation
 Field visit and report writing

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student learning

199

is. Class tests, unit tests, oral question-answer, home assignment etc, are some ways of
formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation
Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, 5

classwork, project work, practical works etc.

2 Practical work Conduction of practical work activities 15

Record keeping of practical work activities 3

3 Project work Conduction of project work activities 10

Record keeping of project work activities 2

4 Viva Viva of practical work and project work 5

activities

6 Internal exam First trimester 5 marks and Second trimester 5 10

marks

Total 50

Note:

(i) Practical examination will be conducted in the presence of internal and external

supervisors. Evaluation of experiment will focus both the product of work and skills

competencies of student in using apparatus.

200

(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group presentation,
every member of the group should submit a short reflection on the presented report
in their own language. Records of project works must be attested by external
supervisor.

(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries 50
percent of the total weightage. Questions for the external examination will be based on
the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

201